This institute will focus on the environmental impact by man and by geologic processes in the Talkeetna volcanic field in Alaska. Workshop content is appropriate for members of the Polaris K-12 community. Other teachers will be invited to participate if space is available. The curriculum and technology used is adaptable for use throughout our K-12 program. Base camp will be established at Whistler Creek in the Talkeetna Mountains. Study areas are three geologic sites each focusing on different geological processes and formations. Each site is an approximate 8-mile hike from base camp and participants must be able to backpack their own gear and equipment in fairly rugged terrain. Activities will include internet research including WWNFF sites, web design, use of digital camera, development of curriculum appropriate to our K-12 population, field observations and studies, group presentations and content presentations.
Technology used: GPS, digital camera, iMacs with internet access.

The Colorado River Trip Torch Project
for Teachers grades K-College
Colorado Springs, CO
Contact Melanie Phelps for more information

This institute focuses on the human impact and environmental health of the Colorado River. Teachers will travel and study the Colorado River for ten days from its pristine alpine headwaters in Rocky Mountain National Park, Colorado to where it carves the rugged Grand Canyon in Arizona. We will canoe through isolated redrock canyons, boat on Lake Powell and camp on sandy beaches while conducting authentic research on water quality, soil composition, biomes, geology, and impacts of the dams. We will study the flora and fauna of each ecosystem, including mist netting bats and small birds. The Colorado River is the perfect forum for studying global change and environmental impacts. The 6th largest river in the nation, her muddy waters flow 1440 miles through seven states bringing a water lifeline to millions of people and creating entire ecosystems along her banks. Sixty five dams have been built along the Colorado and her tributaries. Not only has the taming of the Colorado River greatly impacted the biodiversity of organisms within her ecosystems, but it has also contributed to the water burial of thousands of historical artifacts of the humans who lived and died along her shores. Along the Colorado River, as in every environment on earth, we are making irreversible decisions that will forever affect the quality of life on our planet.

The institute is applicable to teachers from K-college. We will tour and study earth, life and environmental sciences along the Colorado River at the following sites:
Dinosaur Ridge in Morrison, CO
Hot Sulfur Springs, CO.
Rocky Mountain National Park, CO
Canoe in Ruby and Horsethief Canyons, Utah
Moab, Utah
Arches National Park, Utah
Canyonlands National Park, Utah
Hovenweep National Monument, Utah
Lake Powell, Utah
Monument Valley, Arizona
Grand Canyon, Arizona


Each teacher will design plans for using authentic research techniques for classroom implementation, which may include internet, web sites and technology. The use of computer technology will be limited since we will be far from electricity during most of this institute. We will make recordings of bat calls using a frequency adjusting Belfy Bat Detector, which will later be computer analyzed for species identification.

Inquiry-Based Exploration of Environmental Science for Teachers on Maui
Wailuku, HI
Contact Barbara Hawes for more information

This institute will provide field-oriented opportunities and instructional research experience. Teachers will be trained to implement the "50 questions" model used by the Organization for Tropical Studies (OTS) as a prototype for scientific research. Teachers will be engaged in field site and laboratory investigations pertaining to the environment. Small groups will collect related research, gather and analyze data, and present findings. This process should prepare teachers to provide better mentoring skills for their own students in the area of design and implementation of environmental investigations.
Technology used: Power Macs with Internet access, and digital cameras

Global Change: Bringing Global Issues Home with Field-based Research
Milford, OH
Contact Raylene Gerber for more information

This two-week institute will give science teachers an opportunity to explore local environmental issues with the help of scientists at the Cincinnati Nature Center. Participants will design and complete field research in our community which will lead to an awareness of global environmental challenges. Each group of participants will research their topics via the Internet. They will experience field trips, computer training, and hands-on activities related to environmental science. The inquiry method will be modeled throughout the workshop. Activities will culminate with presentations of the participants' field research, a web page, and applications for classroom use.

Projects and Connections: Using student-focused inquiry to meet the state environmental systems standard.
Minneapolis, MN
Contact Mary Moreira for more information

Participants will develop two-three short (one-day) field research projects based on their interests/knowledge of community concerns. These will be done during visits to county/city parks and natural areas as well as a University of Minnesota research site. Participants will use community and university expertise to apply field research methods; learn about web resources, especially shared data sites, and use of Netscape Composer to develop a home page; Participants will review of the Minnesota Graduation Standard in environmental systems, specific student expectations for an environmental course, and how inquiry activities can form the foundation for this type of course. The workshop will begin Monday-Friday June 19-23, and Monday-Wednesday, June 26-28 from 8:30-4 PM. It will also include 2-3 Saturday sessions during the school year. There is no charge for the workshop except a $25 registration fee which will be refunded upon completion. All expenses are covered, including food and transportation to field sites. This workshop is open to all metro area teachers and pre-service teachers. Graduate credit will be available through Hamline University. Individual schools may provide stipends through Eisenhower or other staff development funds.

Session 1 Global Climatic Change: A Foundation for Inquiry
for Secondary and Middle School Level Teachers
Contact Marilyn McComber for more information

This workshop focuses on the complexities of the global environment and is designed to enable teachers to improve their scientific knowledge and skills, while developing their own perceptions of the importance of environmental issues to them and their students. Infused in the course will be the multidisciplinary concepts and scientific updates necessary to successfully teach environmental science. The workshop emphasizes the use of inquiry-based science to engage teachers in field science and laboratory investigations. The teachers will participate in data collection and analysis using an inquiry cycle, which may include water testing, satellite and remote sensing, Internet ozone or carbon dioxide data, or information based on the various experts we hear during the course of this program. Teachers will be prepared, and encouraged, to implement inquiry-based learning into their own classrooms. The workshop will promote the integration of technology in the classroom and will encourage teacher networking. The content is appropriate to secondary and middle-school level teachers. Upper elementary teachers may also find valuable information and techniques to use with their students.
Technology used: G-3 Macs with Internet Access

GIS and Global Change
Philadelphia, PA
Contact Nora Kasper for more information

This Institute is designed to include modern scientific concerns that challenge all of us. This Environmental Science TORCH Workshop is designed to help teachers become more environmentally and scientifically knowledgeable and skilled specifically with issues that GPS (Global Positioning System), GIS (Geographic Information System), and satellite technology assist with. Teachers will be engaged in field site and laboratory investigations both on-site and off site. Simulations, group and content presentations as well as computer instruction will give the participants classroom activities and lessons to bring back to their schools.
Technology used: GIS Software GPS Computer activities (email, web page design), computer graphing and mapping.

"UTIES" -- Using Technology for Inquiry in Environmental Studies
for Teachers grades 6-12
Durham, NC
Contact Lyra Halpin for more information

This workshop will focus on the integration of environmental science, technology, and experimental design in any science content area. Teachers will be trained to use tools that are appropriate for field research and design activities using an inquiry approach. The workshop will provide opportunities for teachers to learn about environmental issues by visiting various sites around the state, designing inquiry activities appropriate to their subject area, and creating a webpage.

GIS & Environmental Science
for Teachers grades 4-14
Stockton, CA
Contact Richard Filson for more information

This 12 day institute will focus on the use of geographic information systems (GIS) in teaching environmental science. Twenty hours of training will be devoted specifically to learn Arc View GIS software. ESRI (Environmental Systems Research Institute ) will provide a complete software package for each participant gratis for PC or Macintosh. Sixty hours will be environmental themes emphasize earth systems science and will include topics of plate tectonics, hydrology and the application of geographic information systems in general. Other instructional topics will include project based learning and internet publishing. Field trips will allow participants study the geology and hydrology of central California.

Arc View is a computer program for GIS which allows users to create relational maps to represent data from a variety of sources. Each type of data forms a layer of geo-referenced polygons that can be superimposed to create a map. Multiple layers can reveal relationships between various environmental themes. This powerful tool helps students to see and discover these relationships and can become the bases of project based learning on issues that affect student lives. For this institute, ArcView will become the primary tool to teach environmental science.

Participants will develop environmental GIS projects suitable for use in the classroom. These projects are to be published on the World Wide Web. In addition to the 80 hours of formal instruction, participants will be expected to spend an additional 20 hours in utilizing the Internet for environmental science education purposes.

Applications of Technology for the Study of Global Change
for Teachers grades 6-12
Fresno, CA
Contact Dave Williams for more information

This nine day institute is designed for middle and high school teachers involved in environmental education. Participants will learn the methods of constructing and using relational databases, image processing of satellite images, visualization and mapping of data, and the importing of data and images into Geographic Information Systems (GIS) for analysis and prediction. Participants will work individually or in small teams to develop projects focussed on local and regional environmental issues. Projects will be designed as baseline studies that students will be able contribute to and analyze as ongoing investigations. The teams will incorporate local/regional datasets and use the Internet to access additional data and images, and to explore the power of online interactive GIS. Participants should be familiar with navigation of the WWW and the use of email for communicating. Participants will have the opportunity to test a new software and curriculum developed at Stanford Research Institute, titled the Great Central Valley Curriculum. The GCV curriculum focuses on the changing views and attitudes on water, development of delivery systems, the impact of the development on ecosystems, and the subsequent efforts toward mitigation and remediation. The curriculum traces the history of the Valley by involving students in studies of how the Great Central Valley was engineered, the resulting boon to agriculture, and the failures both related to engineering and ecosystem damage that has led to dramatic changes in how the Great Central Valley development is continuing. The activities emphasize students visualizing and analyzing primary data sets through the use of geographic information systems as well as wet labs and modeling activities. Students read and critique portions of state issued policy reports and environmental impact statements. Thus, students are provided an early structured introduction to their future role of stakeholders in the democratic process of deciding how California's water and Great Central Valley will be redesigned in he future. Participants will receive the GIS for Schools Bundle from ESRI, Inc., Redlands, California upon completion of the institute. The bundle includes ArcView GIS version 3.2.
Technology used: WinTel Pentium computer lab, ArcView GIS software, TNTlite image processing software, Excel spreadsheets, WWW online resources and Metadata catalogs.

Environmental Workshop
Paris, AR
Contact Curtis Varnell for more information

A hands-on inquiry approach to the teaching of local environmental issues. The course, held on campus at Paris High School, will offer the participant the opportunity to examine local environmental issues, access computer technology, and develop lesson plans involving current issues in environmental education. Several national and state experts in environmental science will present information on issues ranging from nuclear energy to the use of satellite technology in ecology. Field trips to Arkansas Nuclear One, Ozark Lock and Dam, Magazine State Park, Dale Bumpers research farm, and other sites are incorporated into the class. Three hours of graduate credit from Arkansas Tech University is available, (Env./Phy. Sc. 6003) Course dates are daily from July 31- Aug. 11. Free classroom materials, meals, and a $100 stipend for travel available upon completion. The workshop will include the use of classroom computer using Microsoft technology and participants will be expected to complete a PowerPoint presentation as well as demonstrate proficiency in the use of the computer.

Think Globally, Investigate Locally
Westdale, MS
Contact Carol Paine for more information

Experience eight intensive days in the Louisiana wetlands. Participants will study how global change is effecting our wetlands, actively design and carry out scientific experiments, and construct an individual web page. The first week will be spent in scientific investigations in Bluebonnet Swamp and Alligator Bayou. The second week we will travel to LUMCOM ( Louisiana Universities Marine Consortium) where we will work hand in hand with scientists engaged in research at this state of the art facility located on the Gulf Coast. A lab of thirty Pentium computers with Internet access will be used to prepare web pages. Participants will be trained in the use of Scope-On-A-Rope, computer and calculator interfaced probes and GIS mapping. The program will model standards based inquiry science. Participants will be awarded a stipend of $600 each, and two hours of graduate credit in BIOL 6147 through LSU. Applicants must be presently teaching science in upper elementary through high school or completing pre-service education with plans for teaching in the 2000-2001 school year.

Hydrology, Atmosphere, Soils, and Computer Technology
Athens, GA
Contact Nancy Vawter for more information

This workshop is based on the inquiry method of learning and the national science standards and will allow participants to design a environmental project which will allow it's continuation for students use in the classroom. It will involve field trips, visits from environmentalists and research specialist along with web experts to enhance the research experience. Participants will test local streams, rivers, environmental areas and publish project design and research results on the Web. No need to be proficient on the computer or the web, that is part of the project. Lap-top computers, graphing calculators, CBL systems, sensory probes, and water test kits of various types will be available for use in the research project. This team is based in Alabama and can travel anywhere in the country. Computer Needs: Computer lab with internet access Lab needs: Wet labs and lecture

Small-Scale Chemistry: Designed for the Environment
Montgomery, AL
Contact Nancy Vawter for more information

Small-Scale Chemistry is an innovative approach to teaching general chemistry based on creativity, invention, problem-solving, and authentic assessment using inquiry-based, hands-on, time-efficient, inexpensive and conservation based experiments. mall Scale Chemistry is rooted in the philosophy that students can take greater responssibility for their own learning and develop a deeper understanding of concepts by experiencing the process of discovery first-hand. Small-Scale Chemistry builds pollution prevention, waste minimization, and student safety at the design stage. It inherently manifests characteristics of the "Green Chemistry" movement by incorporating the principles and methodology of source reduction. During the second part of the workshop, participants use small scale materials and test them against cutting edge instrumentation.
Technology used: FTIR, GC's, Spec 20's, HACH water testing kits, analytical balances, laptop computers with internet capabilities, interfaces and appropriate probes, TI-83's, and CBL's.

Environmental Issues and Modern Science Concerns
Contact Madelyn Asperas
for more information

This workshop will emphasize environmental concepts and scientific principles that actively engage teachers in field site and laboratory investigations. Teachers will be asked to participate in groups involving data collection and analysis at various locations within and outside the program site. This may include water testing, analyzing ozone data, monitoring plankton upwellings from researech sites on the Atlantic coast, or seining at the beach. Teachers will be better prepared to mentor their own students in the area of research design and implementation when they have actively mastered the process themselves.

For more information contact:
Tonka Irish
(609)452-7007, x123